Darren Cambridge, Ph. D.

Darren Cambridge is assistant professor in New Century College, which offers integrative studies, experiential learning, and first year experience programs as George Mason University in Fairfax, VA. Previously, he was a director at the American Association for Higher Education and a fellow with the EDUCAUSE National Learning Infrastructure Initiative. Over the last ten years, he has worked with eportfolios as a student, teacher, researcher, software developer, and consultant. He co-leads the Inter/National Coalition for Electronic Portfolio Research, through which 48 teams at institutions of higher education in five countries are investigating the impact of eportfolio use on teaching, learning, and assessment. Electronic Portfolios 2.0: Emergent Research on Implementation and Impact, which he co-edited and was published by Stylus in 2009, presents results from the first four years of the Coalition’s work. He also heads the IMS Global Learning Consortium work on eportfolio technical standards and George Mason’s participation in the Association of American Colleges and Universities VALUE project. Lead developer of the Learning Record Online, he has been active in the Sakai open source community. He is currently completing a book on eportfolios and lifelong learning that will be published by Jossey Bass in Spring 2010.

IDEO, Cornell University, Virginia State University, University of Arkansas, White River Rural Health Center, Lafayette College, Academic Impressions, St. Jerome’s University, TLT Group, Queensland University of Technology, Pearson Publishing, Maryland Community College Assessment Directors Association, Association of College and Personnel Administrators, Washington State University Vancouver, Kap’o’lani Community College, Clemson University, Minnesota State Colleges and Universities, r-smart group, Joint Information Systems Committee, American Council of Education, University of British Columbia, University of Texas at San Antonio, American Association for Higher Education, University of Texas at Dallas, Center for Language and Learning